The effect of flipped learning on pre-service teachers’ achievement and perceptions related to classroom environment

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2018
Özüdoğru, Melike
The purpose of this study was to develop and implement flipped learning materials in the Principles and Methods of Instruction course and investigate the effect of flipped learning on pre-service teachers’ achievement and perceptions related to the classroom environment. This study was conducted in the fall semester of 2017-2018 for 11 weeks at a public university located in the Aegean Region. This study employed an explanatory mixed method research design. There were 30 pre-service teachers in the experimental group and 26 pre-service teachers in the control group. In the current study, ‘Achievement Test (AT)’, ‘Classroom Environment Perceptions Scale’, ‘Student Questionnaire’ and ‘Interview Schedule’ were implemented to answer the research questions. The data collected through the achievement test, classroom environment scale and student questionnaire were analyzed by using descriptive and inferential statistical analysis techniques. For the analysis of the data, SPSS 22.0 was used and alpha level was determined as .05. The data obtained from the interviews were analyzed by using both the content and descriptive analysis techniques. The findings of the study indicated that pre-service teachers in the flipped learning group had significantly higher AT scores and final grades than the pre-service teachers who were in the traditional group. On the other hand, being in the flipped learning group or in the traditional group had no significant effect on pre-service teachers’ perceptions of classroom environment. The perceptions of pre-service teachers about flipped learning process, materials and classroom environment after the treatment process were examined and discussed in detail.

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Citation Formats
M. Özüdoğru, “The effect of flipped learning on pre-service teachers’ achievement and perceptions related to classroom environment,” Ph.D. - Doctoral Program, Middle East Technical University, 2018.